teachers

This research was carried out with the aim of identifying teachers' attitudes towards the curriculum of individual ethics education of second year high school students. Descriptive survey research method was conducted based on quantitative data. The statistical population was composed of secondary school teachers with ten years of teaching experience in the fields of curriculum planning, Islamic education and theology in the cities of Khomin and Arak in 1400. According to Morgan's sampling table, the sample size was 103 people who were selected by random quota method. The data collection tool was a teachers' survey questionnaire, which had validity and reliability with coefficients above 0.70. The method of data analysis was the use of descriptive statistics, Friedman test and SPSS software.The results of the research indicated that for the design of this curriculum, they considered the age, individual needs, monitoring of individual behavior, belief in moral values ​​and grooming the moral traits of the learners. In order to design educational goals, teachers considered it necessary to pay attention to the sociological components of cultural heritage, national experiences, present and future needs, current realities and answer to educational environment issues. They had reflected on the elements of the curriculum and its priorities.

 The aim of the current research is to phenomenological analysis of teachers' perception of the teaching process in the student social network (Shad). In the current study, the qualitative method and phenomenological approach and the seven-step model (Colaizzi (1978) were used to investigate the perception of teachers. The purpose of phenomenological research is to describe the lived experiences of life in the same way that it happened in life. The statistical population of the present study includes all primary school teachers of Kermanshah city (three areas of education) who had virtual teaching in the student social network (Shad) in the academic year of 1401-1401. Theoretical data saturation was used to determine the sample size. This means that the sample selection process continued until no new data related to the subject (teaching process) was obtained and it was repetitive and redundant (Gall, Borg & Gall, 2014). The statistical sample of the research includes 18 teachers (9 male and 9 female teachers) active in the Shad network, who were selected purposefully. The tool and method of data collection in the current research is an interview that was conducted using in-depth and semi-structured questions. During the semi-structured and in-depth interview, open and semi-structured questions were used, so that the participants were completely free to answer the questions, and the researcher's duty was to control the direction of the answers so that they do not deviate from the main path. Strabert and Carpenter method was used for data analysis (cited by Adib Haj Bagheri & et al, 2011). In order to measure the validity and reliability of the data, the reliability criterion (Guba & Lincoln (1994) was used, which includes four criteria of believability, transferability, dependence or reliability, and dependability. The analysis of the data obtained from the interviews led to the identification of two categories of effective teaching characteristics and required professional competencies and nineteen main themes. Based on the analysis of teachers' perception, the characteristics of teaching in the Shad network include having a lesson plan, using interactive teaching techniques, providing continuous feedback, students' participation, strengthening the motivation to learn, respecting individual differences, using educational technologies, providing various assignments, strengthening the spirit of inquiry and research. Based on the number of repetitions of each category by the participants in the interview, the characteristics of having a lesson plan, using educational technologies, strengthening the spirit of questioning and research, and providing continuous, accurate and timely feedback were identified as the most important characteristics of effective teaching. The findings of this research are consistent with the research results of Mirzaei (2022), Alemorad (2017), Santrock (2008), Mohamed & Shinobu (2019), and are not against the results of any research. In line with the above findings, (Santrock, 2008) states that effective teaching is not like a stretchy socks that fits every foot size due to the specific complexities and individual differences of students. The teacher should be fluent in all kinds of attitudes and teaching strategies and be flexible in their application. Also, Kelly (2002) believes that teachers should be professionally prepared to provide technology-based learning opportunities for students. In fact, the main person in helping learners to access technological capabilities are teachers. Another finding of the research was about the professional competencies required by teachers to teach in the Shad network, which includes technical, cognitive, operational, collaboration, virtual needs assessment, virtual classroom management, creating an attractive virtual environment, virtual lesson plan, changing the audience's perspective and creativity in teaching. Based on the number of repetitions of each category by the participants in the interview, the features of cognitive competence and electronic content production, virtual classroom management, virtual lesson plan, technical competence and media literacy and operational competence were among the most important competences identified. The findings of this study are consistent with the results of Mirzaei (2022), Moradi & Zarghami Hamrah (2021), Anwar Ali (2017), Mott (2018) and do not contradict the results of any research. In line with the above results, Robyn (2020) (2020) believes that in the era of Covid-19, the effectiveness of virtual education depends on the level of improvement of the virtual teaching qualifications of teachers in the areas of transferring curricular concepts, Understanding the importance and the inevitable necessity need for of virtual education in the days of Corona, strengthening the level of knowledge and information about virtual space, creating motivation and interest in effective teaching in virtual space, strengthening the technical and software infrastructure of virtual education, the way of interacting with students and their parents and improving the feeling of security and improving the technical level of working with cyberspace. In the end, it can be concluded that Fava has a great potential to create fundamental changes in teaching approaches and methods. In line with the growth and development of new technologies in developed societies, other developing societies are also thinking of optimal use of new information and communication technologies in various fields, especially education in the post-corona era. Therefore, electronic teaching is not a new concept, but its application in a happy context in all academic courses is a new concept and requires more attention and appropriate investment from the policy makers of the educational system to should take action regarding the empowerment of teachers and principals as the main implementers of teaching through acquiring and improving the knowledge of electronic teaching and equipping them with the skills of virtual teaching professions. Therefore, choosing Shaad network as a complementary teaching environment in the post-corona era requires the acquisition of specialized teaching techniques and skills and the improvement of their professional qualifications in the field of electronic education. Finally, it can be suggested that in the post-corona era, all teachers should be evaluated and graded in terms of the level of e-teaching skills and the level of professional skills and competencies required for e-teaching, and after the evaluation and needs assessment, specialized courses should be given to the teachers who lack the skills and tried to make them professional in electronic teaching as well as in traditional teaching, and this should be taken into consideration in career evaluation and promotion of teachers.

Teachers can improve students ' educational status by teaching effectively. So The purpose of this study was to examine the mediating role of the organizational atmosphere of schools in the relationship between teacher self-efficacy and effective teaching in teachers.

The descriptive research method of the type of correlation and its statistical University was all the teachers of the exceptional schools of the province of Ardabil and the city of Tabriz in 2023, of which 280 were selected by the targeted sampling method; Then they answered the effective teaching questionnaires of teachers Mahmoud and colleagues (2019), the self - efficacy of teacher aschan-Moran and Hoy (2001) and the organizational atmosphere of Halpin and Kraft (1963).. The data analysis was done with the help of SPSS software version 24, Amose version 20 and with the structural equation test.

The results show that the structural model of the research is of good value. The organizational atmosphere of schools and teacher selfefficacy is positively and meaningfully related to effective teaching (P<0.01) and teacher self-efficacy is directly and indirectly influenced by the effective teaching of teachers through the organizational atmosphere of schools.

It seems useful to promote the effective teaching of teachers of exceptional schools and to raise their awareness of the automatic teaching of teachers and the organizational atmosphere of schools and to hold courses based on the automatic teaching of teachers and the organizational atmosphere of schools to improve the effective teaching of teachers.

Employing a qualitative phenomenological approach, this study aimed to explore teachers’ and parents’ perceptions of the challenges in teaching the Quran to first-grade elementary students during the 2022–2023 academic year. The target group included parents and teachers from Yazd, selected through criterion-based purposeful sampling, with 17 teachers and 4 parents participating. Sampling continued until theoretical saturation was achieved. Data were collected using semi-structured interviews and analyzed via Colaizzi’s seven-step technique. During initial coding, 212 open codes were generated, which were reduced to 103 codes through condensation. The identified challenges were categorized into 4 main themes and 19 sub-themes. Challenges related to the design and development of the Quran textbook with 8 sub-themes, shortcomings in the implementation of the Quran curriculum with 5 sub-themes, challenges arising from the inherent nature of Quran as a subject with 3 sub-themes, and sociocultural and belief-related challenges with 3 sub-themes. The findings suggest that addressing challenges related to promoting Quranic culture in society requires collaboration with cultural institutions and synergy among governmental bodies.

The media has caused relatively many changes in students' learning patterns, developed teaching and learning approaches, and improved students' learning styles. This study is an applied research in terms of purpose and descriptive correlation in terms of data collection method. The statistical population of the study consists of all male student-teachers studying in Kermanshah in the academic year 2023-2024, numbering 1250 people. Cochran's method was used to select the sample, so that by referring to Farhangian University, Payame Noor University, and Azad University, 294 people who were both students and teachers were identified and selected by random sampling method.  The research tools were the Philosophical Media Literacy Questionnaire (2014), the Yavuz Educational Technology Attitude Questionnaire (2005), the Kolb Learning Styles Questionnaire (2005), and the Pintrich & De Groot Self-Regulated Learning Strategies Questionnaire (1990). To analyze the data, Pearson correlation coefficient and structural equation modeling were used. Based on the findings, all direct and indirect effects of the variables were confirmed. In general, the causal model of learning styles is based on media literacy with the mediating role of self-regulation, and blended education fits with the empirical model.

The aim of this study was to investigate how to plan curriculum during coronary heart disease, based on the opinions of teachers in Shush. This research is applied in terms of purpose and in terms of data collection method, qualitative and based on phenomenological approach. The population of the study participants includes teachers and managers of Shousha city, which was selected using theoretical purposive sampling method of 21 people. Data collection tools included semi-structured interviews. Claizey (1978) seven-step coding method was used to analyze the data. Findings of this study according to pre-determined goals, including the role of the Ministry of Education, Khuzestan Education Department, Shush Education, principals, teachers, parents, students, social networks in planning During coronary heart disease, as well as the tools and facilities required during this period and the limitations and challenges of planning during the coronary period are identified. The results showed that with the outbreak of the coronavirus, the Ministry of Education started distance and part-time planning and education. Teachers, as the main executors of the curriculum, have had a significant impact on planning during the Corona period and play a fundamental role in the quality of teaching and learning for students

The purpose of this research is to identify the factors affecting the occurrence and implementation of false evaluations in educational processes of schools.

The research approach is of a qualitative type and in terms of its objective, it is applied using the usual qualitative content analysis method, and the data analysis is also done in the form of thematic analysis. The analysis of the findings was done using open and axial coding.

which led to the identification of 100 primary concepts, 5 sub-categories (teachers' professional agency, planning and structure, facilities and tools, interpersonal interactions, solutions) and 3 general categories (individual factors, organizational factors and strategies).

It can be concluded that one of the main components of an educational system is evaluation, and it not only provides information about the level of knowledge or success of the student, but also provides feedback on the implemented educational program, and therefore the existence of original evaluation. And the absence of false evaluation is important. Based on the obtained results, false evaluations are influenced by various factors, and according to the presence of each factor, the necessary solutions should be used to reduce false evaluations.

The present research aimed to investigate the improvement of teaching science course in elementary schools and to identify the challenges and solutions to overcome problems based on the lived experiences of teachers and education specialists.

The research method was a qualitative phenomenological method. The interviewees included teachers and specialists in Ardabil city in the academic year 2024. To select the participants, 22 teachers, and 17 specialists were selected using purposive sampling until theoretical saturation. Data were collected using semi-structured interviews with open-ended questions. The validity and reliability of interviews were determined through the triangulation technique, member control technique, parallel accurate information acquisition technique, and researchers' self-review.

Based on the findings, the majority of teachers believed in the existence of challenges and, of course, faced numerous problems. Also, in the next step, in the interview with experts, problems such as lack of laboratory facilities and equipment, and weak human resources, time, educational and cultural constraints, and challenges in the field of teachers' teaching methods were emphasized, and solutions were presented to overcome these challenges.

As a result, various solutions were identified to overcome the challenges in improving elementary science education, some of which included: using existing facilities creatively, training expert and efficient teachers, using and applying appropriate and attractive teaching methods, presenting science content practically and experimentally, improving the content of books in terms of quantity and quality, providing laboratory facilities in schools, using modern teaching methods, benefiting from skilled teachers and professors, and increasing the connection between schools and communities.

Teacher professional development is a continuous process through which teachers adapt and grow in accordance with their abilities and the needs of the changing times. Today, teacher development is not only about mastering science and teaching abilities, but also about mastering technology. One of the innovative ideas for improving education in the 21st century is to rethink education and curriculum development by integrating information and communication technology with educational content knowledge in a systematic way. This integration enables teachers to effectively incorporate modern technology tools and resources into their teaching practices, increase the overall quality of education, and prepare students for the needs of the digital age.

The present study is a narrative review study and was conducted with the aim of investigating and analyzing the role of Technological pedagogical content knowledge in teachers' professional development. Scientific articles published on Internet databases were used to collect information.  

The research findings showed that Technological pedagogical content knowledge, by creating competencies in technological knowledge, educational knowledge and content knowledge, educational content knowledge, technological content knowledge and technological educational knowledge, leads to a teacher's appropriate understanding and representation of education and teaching along with the use of appropriate technology, and also creates different roles for teachers and transforms educational experiences and educational processes.

Overall, according to the research findings, it can be said that professionalization is a continuous process through active participation in practice. Teachers cannot struggle alone to achieve this goal, but need to be supported by various parties. Hence, education systems should seek to provide opportunities for teachers to develop their professional skills in-service to maintain high standards of teaching and to retain a high-quality teacher workforce. Technological educational content knowledge is a unique type of expertise that drives teachers towards professional development.

Although many people associate creativity with art, products, it is by no means exclusive to artists or art. Creativity manifests itself in all areas of life, from science to gardening, and not all in all areas. They are quite creative.

This research is part of qualitative and phenomenological research. Phenomenology means the study of lived experience or the world of life, which is lived and experienced by a person, and does not mean the world or reality separate from man. In the research approaches of phenomenology, there are two methods of descriptive phenomenology (Husserl) and interpretive phenomenology (Heidegger). Therefore, the current research was conducted based on Husserl's descriptive phenomenological method.

Teachers should increase their scientific literacy and learn new art activities and teach them to their students, and not teach their backward courses in the bell of art. Also, parents can discover their children's artistic talent and improve their artistic skills by enrolling in an art class so that they can become skilled artists in the future and teach the future generations. Teachers should also encourage and support their students if they see their artistic talent.

Education by increasing the budget in schools for art supplies, first of all, they should provide a suitable space for these art activities to be adjusted according to the mood of the students and hire an art specialist teacher in elementary school .

This study was conducted with the aim of analyzing the lived experiences of teachers from the implementation of the Fundamental Transformation Document in elementary schools in Birjand city. Teachers' experience refers to all their perceptions, feelings, impressions, and interpretations of how the Fundamental Transformation Document (131 implementation strategies) was implemented. This study was conducted with the understanding of the importance of human lived experience in assessing the current situation and identifying deficiencies and gaps that result in non-implementation or defects in the implementation of the Fundamental Transformation Document as a constitutional document. In this study, the phenomenological method was used to understand their lived experiences. The participants in the study were selected from the community using purposive sampling, a number of 16 teachers with more than ten years of work experience until theoretical saturation was reached. The data collection tool was in-depth and semi-structured interviews. Data analysis was performed using the Claise method and MaxQDA software. Finally, the results showed that teachers have limited knowledge of the fundamental transformation document and only define it in terms of 6 general areas, but they are confused and have difficulties in implementing them. Implementing the fundamental transformation document requires taking the necessary knowledge, attitude, and skill measures to increase knowledge and belief and take practical action to effectively implement it.

The aim of this research was to evaluate the quality of teachers' technological pedagogical content knowledge in using guided discovery learning in elementary education in the primary schools of Bandar Abbas.

This research is descriptive-correlational, and the statistical population includes 10 fourth-grade elementary teachers and 72 fourth-grade female students, who were selected through multi-stage random sampling. To conduct this study, a questionnaire on technology integration (Schmidt et al., 2009) was utilized, which encompasses seven dimensions: technological knowledge, pedagogical knowledge, content knowledge, technological content knowledge, pedagogical content knowledge, pedagogical technological content knowledge, and educational technology. The technology integration questionnaire was completed by the teachers, and a researcher-designed lesson plan for fourth-grade mathematics was developed, which took 50 minutes. Subsequently, guided discovery learning was implemented in the classroom for five weeks, with two sessions each week. The reliability was assessed using Cronbach's alpha method (with SPSS software), resulting in a reliability coefficient of 0.89. Pearson correlation coefficient and multiple regression analyses were performed with a maximum significance level of 0.05 using SPSS software.

The results of this research showed that the relationship between all components of technological pedagogical content knowledge and guided discovery learning for students is significant.

The results of this study indicate that the quality of teachers' technological pedagogical content knowledge has a direct impact on the success of guided discovery learning in elementary education.

The purpose of the research was to identify the attitude of teachers towards mistakes and making mistakes in the learning process and to improve the culture of dealing with it in front of elementary school students. To achieve this goal, the interpretive paradigm, qualitative approach and phenomenological strategy of Van Manen and descriptive-analytical type were used. The field of research included the primary teachers of Kurdistan in the academic year of 2023-2024, who were selected by purposeful criterion-based sampling in the number of 12 until reaching the saturation level. The research tool was a semi-structured interview conducted by the researcher and the data format was audio. Deductive-inductive technique was used to analyze the data. The findings were analyzed in two parts: the first part, teachers' attitudes and behaviors towards students' mistakes, which included five themes, four categories, and 55 themes, and the second part, teachers' strategies to improve the culture of making mistakes, including two themes and 22 themes. Was. The results showed that the attitude and perception of the teachers about making mistakes is not very favorable and they rarely consider it as a natural part of the learning process. Therefore, it is necessary to pay attention to promoting the culture of making mistakes by holding training courses on the culture of facing mistakes for teachers. In this regard, creating a supportive atmosphere in creating a culture of making mistakes in schools has a significant role in the education of students and improving the quality of the educational system.

The aim of the present research was to predict the philosophical mindset of principals based on the spiritual intelligence and organizational silence of secondary school teachers in Qom city. The research method is descriptive-correlational. The statistical population included all principals and teachers teaching in secondary schools in Qom city in the academic year 1403-1402, totaling 304 principals and 2,985 teachers. The sample size, based on correlation, was estimated at 52 principals and 104 teachers, selected through stratified random sampling. Data collection tools were three questionnaires: the Philosophical Mindset Model by Philip Smith (1401), Spiritual Intelligence (King, 2008), and Organizational Silence (Vakola & Bouradas, 2005), with reliabilities of 0.73, 0.88, and 0.87, respectively. Inferential data were analyzed using simultaneous multiple regression statistical methods. The results indicate that the presented model can effectively predict the philosophical mindset of principals based on teachers' spiritual intelligence. According to the output of this regression model, the results show that variables such as personal meaning production, existential thinking, transcendental awareness, and expansion of consciousness have a relatively appropriate impact on principals' philosophical mindset. Additionally, teachers' organizational silence has a significant effect on principals' philosophical mindset. In conclusion, the philosophical mindset organizes awareness and abilities and comprehends the systematic structure of the organization and the entire organization towards overall goals.

To identify instructional issues faced by teachers a group of 40 elementary school teachers was given a questionnaire with open answer questions on issues that they are facing. Sixteen issues were identified among which “heavily populated classrooms” and “ways of dealing with parental expectations” ranked highest. The identified issues were discussed with a group of 16 experts with graduate degrees and teaching experience during individual interviews seeking solutions to the given problems. The analysis of the responses yielded a set of 43 general and 104 particular guidelines which were validated through participants’ feedback. Instructional empowerment for teachers, principals, and parents, review of the academic evaluation system, and reorganization of the educational spaces are among the yielded guidelines. Furthermore, the guidelines cover all aspects of the curriculum with “teacher” being the most crucial element in reducing the identified problems.

In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.

The present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators.

The self-development competencies of teachers were categorized in five dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.

This research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning.